BASIC PRINCIPLES OF MULTIMEDIA LEARNING : BASIC PRINCIPLES OF MULTIMEDIA LEARNING EDTECH E-teach Program
Lesson - 1
INTRODUCTION : INTRODUCTION Definition of multimedia presentation:
A multimedia presentation is a message that uses multimedia.
In education, “ A multimedia instructional message is a presentation consisting of words and pictures that is designed to foster meaningful learning.” (Mayer 2003: 128)
BPM1 MULTIMEDIA PRINCIPLE : BPM1 MULTIMEDIA PRINCIPLE People learn better from words and pictures than from words alone. Onscreen animation, slide shows, and narratives should involve both written and oral text and still or moving pictures. Simple blocks of text or auditory only links are less effective than when this text or narration is coupled with visual images.
A.K.A. SPLIT-ATTENTION PRINCIPLE : A.K.A. SPLIT-ATTENTION PRINCIPLE People learn better when words and pictures are physically and temporally integrated on the screen. When presenting coupled text and images, the text should be close to or embedded within the images. Placing text under an image (i.e., caption) is sufficient, but placing the text within the images is more effective. The texts and the images should also be presented simultaneously. When animation and narration are both used, the animation and narration should coincide meaningfully.
SPLIT-ATTENTION PRINCIPLE : SPLIT-ATTENTION PRINCIPLE
Slide 16 : BPM2 SEGMENTING PRINCIPLE
Slide 18 : BPM3 PRE-TRAINING PRINCIPLE
BPM4 MODALITY PRINCIPLE : BPM4 MODALITY PRINCIPLE People learn better from graphics and narration than from graphics and onscreen text. Multimedia presentations involving both words and pictures should be created using auditory or spoken words, rather than written text to accompany the pictures.
BPM5 COHERENCEPRINCIPLE : BPM5 COHERENCEPRINCIPLE
People learn better when the extraneous materials (words, pictures, and sounds) are excluded rather than included, when cues are added that highlight the organization of the essential material, when corresponding words and pictures are presented near rather than far from each other on the screen or in time, and people learn better from graphics and narration, than from graphics and narration and onscreen text. : People learn better when the extraneous materials (words, pictures, and sounds) are excluded rather than included, when cues are added that highlight the organization of the essential material, when corresponding words and pictures are presented near rather than far from each other on the screen or in time, and people learn better from graphics and narration, than from graphics and narration and onscreen text.
BPM6 SIGNALLINGPRINCIPLE : BPM6 SIGNALLINGPRINCIPLE
BPM7 REDUNDANCY PRINCIPLE : BPM7 REDUNDANCY PRINCIPLE People learn better when the same information is not presentted in more than one format. Multimedia presentations involving both words and pictures should present text either in written form, or in auditory form, but not in both.
BPM8 CONTIGUITY PRINCIPLE : BPM8 CONTIGUITY PRINCIPLE
BPM9 PERSONALIZATION, VOICE AND IMAGE PRINCIPLES : BPM9 PERSONALIZATION, VOICE AND IMAGE PRINCIPLES People learn better when the words of multimedia presentation are in conversational style rather than formal style when the words are spoken in standard-accented human voice rather than a machine voice or foreign accented human voce, but people do not necessarily learn better when the speaker’s image is on the screen.
Cognitive Load : Cognitive Load Many e-learning programs simply ask too much from the learners.
The tendency towards decorative fonts, busy templates, bright colors and textures, branding logos for companies, and too much text can be overwhelming.
Cognitive Load : Cognitive Load
Solution to Cognitive Load : Solution to Cognitive Load Psychology Prof. Richard Mayer (famous for his Multimedia Principles) offers his SOI model as a rubric for approaching the issue of cognitive overload.
S.O. I. : S.O. I. Select
Organize
Integrate
SELECT : SELECT Chunk information into smaller pieces
Use font size, colors, and highlighting to indicate importance
Be concise
Use white space for emphasis
Organize : Organize Advance Organizers
Graphic Organizers
Relevant Graphics
Flowcharts and Diagrams
Process Maps
Steps or Sequence Flows
Integrate : Integrate Cases
Simulations
Self-Assessments
Elaborative Questions
Activities that Encourage Processing